back arrow JOPERD Table of Contents

How Do We Do This? Distance Learning in Physical Education

David N. Daum, Tyler Goad, Chad M. Killian, and Amanda Schoenfeld

joperd cover April 2021

The COVID-19 pandemic has caused a lot of uncertainty and instability for physical educators. This uncertainty likely stems from many factors, including (a) constant schedule changes from some version of in-person, hybrid, and distance learning; (b) the impact of the pandemic and related policies on job security and the future of physical education (PE); and (c) balancing work and family commitments. Additionally, and perhaps most salient, physical educators have had to figure out how to teach a movement-based curriculum in a distance learning format. Teaching online, by itself, is a substantial shift for educators, requiring an immense amount of time to prepare and implement quality lessons. With the added complexities of the pandemic, educators have had a considerable uphill climb.

It is important to note that there is a difference between online physical education as it is currently defined in the literature (Daum & Buschner, 2018; Killian et al., 2019) and the current distance learning experience due to the pandemic. Namely, the most significant difference is a matter of choice. Prior to the pandemic, students and teachers chose online physical education to fit their needs, such as schedule flexibility and choosing where, when and how to be physically active (Williams, 2013). During the pandemic, however, distance learning has become a necessity for our society whether this is the preferred mode of education or not.

To read the rest of this article, click here to download a pdf.

Read the Full Cover Story